Instructions: Adult Development Case and Intervention Analysis
Create and analyze a simulatedcase study of an adult with developmental challenges. Then create an intervention plan based on evidence-based strategies that have proven effective in similar cases, and make projections of possible long-term impacts that current challenges may produce across the individual’s remaining lifespan.IntroductionNote: The assessments in this course follow the successive stages of lifespan development, so you are strongly encouraged to complete them in sequence.Theorists and researchers focus on these phases to understand the developmental trajectories of adults:
Early adulthood, often referred to as young adulthood or emerging adulthood, is a period from 18 to 25 years, where the focus on relationships and career choice and success can become primary. Young adulthood is often understood by applying lifespan development theories that help in understanding social-emotional and career development issues that emerge in young adulthood. Examples are adult attachment theory, Holland’s personality type theory linked to career development, Super’s vocational self-concept stages, as well as Erikson’s stage of identity development.
Middle adulthood or midlife is a period where, according to developmental theory, there is evidence of growth, maintenance, and regulation of loss in various contexts such as family and work. Middle adulthood is often understood by applying lifespan development theories that help in understanding the cognitive and social development issues that emerge in midlife. Concepts of maintenance and loss as well and coping strategies linked to stress such as Hobfoll’s theory of conservation of resources (COR) are often useful. Cognitive changes are often understood in terms of fluid and crystallized intelligence. Social development is often understood in terms of Erikson’s concept of generativity.
Adulthood or late adulthood is a period when people move into their 60s, 70s, 80s, and 90s, with various challenges and losses that can define developmental trajectories. Late adulthood is often understood by applying lifespan development theories that help in understanding the gains and losses that are hallmarks of this stage of adulthood, such as the lifespan theory developed by Baltes and colleagues.
Part 1: Create the Case
Create a simulated case study, relevant to your area of specialization, of a person in early, middle, or late adulthood who presents developmental challenges that could be predicted by developmental theory and/or research.Your case should be 1–2 pages in length and it should describe:
The person and their strengths and challenges.
The person’s medical, family, and social context.
The developmental challenges evident in the person’s behavior.
Individual and cultural factors that theory and/or research indicate could impact the person’s development.
Any other factors you deem appropriate based on your understanding of the theory and related research.
Explore through theory and research stages of adulthood development.
Develop your case study further by creating an environmental context for the adult. Include any specific issues that you want to explore through research, such as influences of a specific culture or ethnicity, specific socioeconomic status, family structure, attachment issues, and neighborhood context.
Maintain a resource list of the materials you consulted to build your case.
Part 2: Adult Case Intervention Analysis
ResearchComplete the following:
Research evidence-based interventions that have been effective in meeting the challenges of the adult you described in your case study, from the perspective of your own professional specialization (as far as possible).
Explain how the deficits in developmental domains or environmental contexts impact functioning.
State the recommended interventions that align with your specialization.
Include evidence for those outcomes from the professional literature.
Explore briefly the literature on earlier theories or research in the domain in which the adult has challenges, considering that early influences can impact development across the lifespan.
Explain, from the perspective of your specialization, how the earlier issues that are manifested in adulthood could be relevant.
Explain how the developmental history might help in understanding and determining an approach to working with an adult with the identified challenges.
Structure of the ReportUse the
APA Paper Template [DOCX]
and the following format to structure your report:
The presenting challenges and primary issues.
A description of your case study adult with attention to age-expected developmental outcomes, as well as specific challenges the adult has in not meeting those milestones.
A description of the factors in the adult’s environment that have an impact on your selected adult’s overall development.
An analysis of how lifespan development theory and research may account for the presenting challenges.
An assessment of the potential impact of individual and cultural differences on development for the age and context described in the case study.
Suggestions of evidence-based intervention strategies that have proven effective in similar cases, supported by citations of research and any applicable theories.
Conclusion.
The simulated case study you created in Part 1.
Running head: APA STYLE PAPER TEMPLATE
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[Instructional text in this template is contained in square brackets ([…]). After reading the
instructional text, please delete it, and use the document as a template for your own paper.
To keep the correct format, edit the running head, cover page, headings, and reference list
with your own information, and add your own body text. Save this template in a file for
future use and information.
The running head is an abbreviated title of the paper. The running head is located at the top of the
pages of a manuscript or published article to identify the article for readers. The running head
should be a maximum of 50 characters, counting letters, punctuation, and spaces between words.
The words “Running head” are on the cover page but not on the rest of the document. The running
head title is all capital letters. Page 1 begins on the cover page. The entire document should be
double-spaced, have 1-inch margins on all sides, and use 12-point Times New Roman font.]
Full Title of Paper
Learner’s Full Name
School of Social and Behavioral Sciences, Capella University
Course ID: Course Title
Faculty Name
Month, Year
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Abstract
[An abstract is a brief, comprehensive summary of the contents of a paper. This section is
optional, so check assignment requirements. The abstract allows readers to quickly review the
key elements of a paper without having to read the entire document. This can be helpful for
readers who are searching for specific information and may be reviewing many documents. The
abstract may be one of the most important paragraphs in a paper because readers often decide if
they will read the document based on information in the abstract. An abstract may not be
required in some academic papers; however, it can still be an effective method of gaining the
reader’s attention. For example, an abstract will not be required for Capella’s first course,
PSYC3002. The following sentences serve as an example of what could be composed as an
abstract for this paper: The basic elements of APA style will be reviewed, including formatting
of an APA style paper, in-text citations, and a reference list. Additional information will address
the components of an introduction, how to write effective paragraphs using the MEAL plan, and
elements of a summary and conclusion section of a paper.]
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Full Title of Paper
[In APA style, the heading “Introduction” is not used; instead, the introduction appears
under the paper’s full title. An effective introduction often provides an obvious statement of
purpose to help the reader know what to expect while helping the writer to focus and stay on
task. For example, this paper will address several components necessary to effectively write an
academic paper including (a) how to write an introduction, (b) how to write effective paragraphs
using the MEAL plan, and (c) how to properly use APA style.
An introduction may consist of four main components including (a) the position
statement, thesis, or hypothesis, which describes the author’s main position; (b) the purpose,
which outlines the objective of the paper; (c) the background, which is general information that
is needed to understand the content of the paper; and (d) the approach, which is the process or
methodology the author uses to achieve the purpose of the paper. Authors may choose to briefly
reference sources that will be identified later on in the paper as in this example (American
Psychological Association, 2010a; American Psychological Association, 2010b; Walker, 2008).]
Level One Section Heading is Centered, Bold, Uppercase and Lowercase
[Using section headings can be an effective method of organizing an academic paper. The
section headings should not be confused with the running head, which is a different concept
described on the cover page of this document. Section headings are not required according to
APA style; however, they can significantly improve the quality of a paper. This is accomplished
because section headings help both the reader and the author.]
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Level Two Section Heading is Flush Left, Bold, Uppercase and Lowercase
[The heading style recommended by APA consists of five levels (American
Psychological Association, 2010a, p. 62). This document contains two levels to demonstrate how
headings are structured according to APA style. Immediately before the previous paragraph, a
Level 1 heading was used. That section heading describes how a Level 1 heading should be
written, which is centered, bold, and using uppercase and lowercase letters. For another example,
see the section heading “Writing an Effective Introduction” on page 3 of this document. The
heading is centered, bold, and uses uppercase and lowercase letters (compared to all uppercase in
the running head at the top of each page). If used properly, section headings can significantly
contribute to the quality of a paper by helping the reader who wants to understand the
information in the document, and the author who desires to effectively describe the information
in the document.]
Section Headings Help the Reader
[Section headings serve multiple purposes including (a) helping readers understand what
is being addressed in each section, (b) breaking up text to help readers maintain an interest in the
paper, and (c) helping readers choose what they want to read. For example, if the reader of this
document wants to learn more about writing an effective introduction, the previous section
heading clearly states that is where information can be found. When subtopics are needed to
explain concepts in greater detail, different levels of headings are used according to APA style.]
Section Headings Help the Author
[Section headings do not only help the reader, but they also help the author organize the
document during the writing process. Section headings can be used to arrange topics in a logical
order, and they can help an author manage the length of the paper. In addition to an effective
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introduction and the use of section headings, each paragraph of an academic paper can be written
in a manner that helps the reader stay engaged. Capella University promotes the use of the
MEAL plan to serve this purpose.]
The MEAL Plan
[The MEAL plan is a model used by Capella University to help learners effectively
compose academic discussions and papers. Each component of the MEAL plan is critical to
writing an effective paragraph. The acronym MEAL is based on four components of a paragraph
(M = Main point, E = Evidence or Example, A = Analysis, and L = Link). The following section
includes a detailed description and examples of each component of the MEAL plan.
When writing the content sections of an academic paper (as opposed to the introduction
or conclusion sections), the MEAL plan can be an effective model for designing each paragraph.
A paragraph begins with a description of the main point, which is represented by the letter “M”
of the MEAL plan. For example, the first sentence of this paragraph clearly states the main point
is a discussion of the MEAL plan. Once the main point has been made, evidence and examples
can be provided.
The second component of a paragraph contains evidence or examples, which is
represented by the letter “E” in the MEAL plan. An example of this component of the MEAL
plan is actually (and ironically) this sentence, which provides an example of an example.
Evidence can be in the form of expert opinions from research. For example, evidence shows that
plagiarism can occur even when it is not intended if sources are not properly cited (Marsh,
Landau, & Hicks, 1997; Walker, 2008). The previous sentence provides evidence supporting
why evidence is used in a paragraph.
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Analysis, which is represented by the letter “A” of the MEAL plan, should be based on
the author’s interpretation of the evidence. An effective analysis might include a discussion of the
strengths and weaknesses of the arguments, as well as the author’s interpretations of the evidence
and examples. If a quote is used, the author will likely provide an analysis of the quote and the
specific point it makes for the author’s position. Without an analysis, the reader might not
understand why the author discussed the information that the reader just read. For example, the
previous sentence was an analysis by the author of why an analysis is performed when writing
paragraphs in academic papers.
Even with the first three elements of the MEAL plan, it would not be complete without
the final component. The letter “L” of the MEAL plan refers to information that “links” the
current and the subsequent paragraphs. The link helps the reader understand what will be
discussed in the next paragraph. It summarizes the author’s reasoning and shows how the
paragraph fits together and leads (that is, links) into the next section of the paper. For example,
this sentence might explain that once the MEAL plan has been effectively used when writing the
body of an academic paper, the final section is the summary and conclusion section.]
Conclusion
[A summary and conclusion section, which can also be the discussion section of an APA
style paper, is the final opportunity for the author to make a lasting impression on the reader. The
author can begin by restating opinions or positions and summarizing the most important points
that have been presented in the paper. For example, this paper was written to demonstrate to
readers how to effectively use APA style when writing academic papers. Various components of
an APA style paper that were discussed or displayed in the form of examples include a running
APA STYLE PAPER TEMPLATE
head, title page, introduction section, levels of section headings and their use, in-text citations,
the MEAL plan, a conclusion, and the reference list.]
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References
American Psychological Association. (2010a). Publication manual of the American
Psychological Association (6th ed.).
American Psychological Association. (2010b). Ethical principles of psychologists and code of
conduct. http://www.apa.org/ethics/code/index.aspx
Marsh, R. L., Landau, J. D., & Hicks, J. L. (1997). Contributions of inadequate source
monitoring to unconscious plagiarism during idea generation. Journal of Experimental
Psychology: Learning, Memory, and Cognition, 23(4), 886–897. doi: 10.1037/02787393.23.4.886
Walker, A. L. (2008). Preventing unintentional plagiarism: A method for strengthening
paraphrasing skills. Journal of Instructional Psychology, 35(4), 387–395.
http://search.proquest.com/docview/213904438?accountid=27965
[Always begin a reference list on a new page. Use a hanging indent after the first line of each
reference. The reference list is in alphabetical order by first author’s last name. A reference list
only contains sources that are cited in the body of the paper, and all sources cited in the body of
the paper must be contained in the reference list.
The reference list above contains an example of how to cite a source when two documents are
written in the same year by the same author. The year is also displayed using this method for the
corresponding in-text citations as in the next sentence. The author of the first citation (American
Psychological Association, 2010a) is also the publisher, therefore, the word “Author” is used in
place of the publisher’s name.
When a digital object identifier (DOI) is available for a journal article, it should be placed at the
end of the citation. If a DOI is not available, a uniform resource locator (URL) should be used.
The Marsh, Landau, and Hicks (1997) reference is an example of how to cite a source using a
DOI. The Walker (2008) reference is an example of how to cite a source using a URL.]
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Formatting
Title Page
Citation
Outline
